Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
Students will create a poem by following a template provided by our writing program, MS Grammar, which will be selected based on the appropriateness for his or her individual grade and readiness levels. After successfully creating the poem, students will use images, audio feed and written text to enhance their poetry. Taking into account the rigidness of a resource room schedule I anticipate this project taking 4 weeks to complete.
Essential Questions What will guide student
inquiry?
How do images, audio feed, and words individually convey meaning?
What is the relationship between words, audio and images?
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
Summative Content Standards to be assessed in project AZ W3 S1 C5 Publishing PO 1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose. AZ W3 S2 C2 Organization PO 1. Organize content in a selected format. AZ W3 S2 C3 Word Choice PO 1. Use a variety of specific and accurate words that effectively convey the intended message. AZ W3 S3 C1 Expressive Writing PO 2. Write simple poetry, rhymes, or chants.
Summative Technology Standards to be assessed in project 3T-F3. Use prescribed technology tools for publishing and presenting information
PO 2. Create a multimedia product with support from teachers, family or student partners 4T-F1. Communicate with others using telecommunications, with support from teachers, family members or student partners PO 1. Communicate information electronically with support from teachers, family members or student partners
Student Outcomes What will students learn
and do?
SWBAT create a poem using a template dependent on identification of key parts of speech, such as nouns, verbs and adjectives.
SWBAT create a short approximately 1 minute movie to illustrate their poem using both PowerPoint and Movie Maker software.
SWBAT add sound, transitions and video effects to enhance their movie.
Assessment Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
Students will be assessed on their final project using a rubric which looks at the following areas:
Students will need a basic knowledge of operating a keyboard, navigation using a mouse and saving work. They will also need a to be able to identify various parts of speech such as nouns, verbs, and adjectives.
Procedures for Lesson - Steps in the process - Responsibilities - Guiding - Questions - Student products
Teacher will announce the project to students and show a sample of what the end product could look like
Teacher will model creating a poem using the template, and then the class will work together to create a poem using one of the templates
Students will receive their poetry template and compose their original poems
Teacher will demonstrate key points of using PowerPoint, such as creating new slides, changing background colors, typing text, formating slides and adding pictures.
Students will create a PowerPoint presentation of their poem
Teacher will demonstrate how to convert the PowerPoint into jpegs for use in Movie Maker and key features of Movie Maker such as adding sound, adding video effects and scene transitions, and saving work.
Students will create a Movie Maker movie for their poem.
Tools and Resources - Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
Students will have access to 3 classroom computers available for their use on this project. Students will be using both PowerPoint and Windows Movie Maker software. Students will acquiring images from websites of their choosing or from Microsoft clip art. The teacher will provide students with the MS grammar poetry template and quick reference guide for use while working on the presentation.
Learning Environments - Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
This project will be completed entirely within the resource room classroom.
The teacher will provide modeling of what the finished product should include. Teacher will also provide instruction on material and procedures necessary to complete the project and assistance during student work time. Students will be responsible for creating original pieces of poetry and deciding what audio and visuals to include in their film.
Dynamics of the classroom – At time of completion of project
16 students ranging from grades K-
Cross categorical student disabilities including Specific Language Impediment (SLI), Specific Learning Disability (SLD), Mild Mental Retardation (MIMR) and Emotional Disturbance (
12 students participate in the general education at least 50% of the day 4 are resourced out from self- contained class
Students joined at various points in the school year and ranged from multiple years in a resource room to initial placement student
10 students are also classified as ELL
Modifications Special Ed, Gifted, ELL
Special Education students will have extra time to work on their projects, expectations of the project will be very clear and directions will be provided given very explicit language.
Both ELL and Special Education students will be instructed in chunks and given multiple opportunities to practice before the assessment piece is completed.
Gifted students will be asked to complete a more complicated poem and have more involved project requirements such as incorporating shading instead of changing the background color, producing their own sound byte instead of adding music etc.
Overview
Title: Picturing Poetry
Grade Level: K-5 Sp Needs
Subject Area: Writing
Time Frame: November (4 weeks)
Description
Summer: Complete the first three sections
School Year: Complete the entire proposal
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
What will guide student
inquiry?
How do images, audio feed, and words individually convey meaning?
What is the relationship between words, audio and images?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
AZ W3 S1 C5 Publishing
PO 1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.
AZ W3 S2 C2 Organization
PO 1. Organize content in a selected format.
AZ W3 S2 C3 Word Choice
PO 1. Use a variety of specific and accurate words that effectively convey the intended message.
AZ W3 S3 C1 Expressive Writing
PO 2. Write simple poetry, rhymes, or chants.
Summative Technology Standards to be assessed in project
3T-F3. Use prescribed technology tools for publishing and presenting information
PO 2. Create a multimedia product with support from teachers, family or student partners
4T-F1. Communicate with others using telecommunications, with support from teachers, family members or student partners
PO 1. Communicate information electronically with support from teachers, family members or student partners
What will students learn
and do?
SWBAT create a short approximately 1 minute movie to illustrate their poem using both PowerPoint and Movie Maker software.
SWBAT add sound, transitions and video effects to enhance their movie.
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
The teacher will provide modeling of what the finished product should include. Teacher will also provide instruction on material and procedures necessary to complete the project and assistance during student work time. Students will be responsible for creating original pieces of poetry and deciding what audio and visuals to include in their film.
Dynamics of the classroom – At time of completion of project
Special Ed, Gifted, ELL
Both ELL and Special Education students will be instructed in chunks and given multiple opportunities to practice before the assessment piece is completed.
Gifted students will be asked to complete a more complicated poem and have more involved project requirements such as incorporating shading instead of changing the background color, producing their own sound byte instead of adding music etc.